necessarily to limit its scope.

Researchers are welcome to explore other

topics that likewise address the identified sub-themes. Explanation is
provided to offer context to the intention of the research questions and
topics.

While the themes and questions appear as stand-alone areas of inquiry, the
Research Agenda recognizes that many of the listed topics relate to each
other. Moreover, the Department recognizes that the following cut across the
four themes of the Agenda: (1) Disaster Risk Reduction and Management
(DRRM); (2) Gender and Development; and (3) Inclusive Education. Some
questions and sub-topics expressly cover these areas of concern. Also, as
necessary, separate research questions under these areas have been
identified to cater to more specific concerns.

THEME 1: TEACHING AND LEARNING

As the national institution mandated to provide quality basic education to all
Filipinos, DepEd seeks to ensure that learning outcomes are achieved by
maximizing the competencies of teachers and potentials of all types of
learners. This theme thus covers the actors, activities, and fundamental
aspects of teaching and learning in various contexts. Specifically, the
Research Agenda looks into the strategies, best practices, and facilitating
and hindering factors relative to five sub-themes, namely: instruction,
curriculum, learners, assessment, and learning outcomes.

Instruction incorporates strategies to enhance the teaching-learning

process. Particular attention is given to teaching various subjects in light of
reforms under the K to 12 Program, and the growing importance of honing
well-rounded learners able to compete in the current as well as future
economies. Key topics under Instruction include, but are not limited to, the
following:

General Research Questions Topics

What factors affect the
teacher’s delivery of the
curriculum?
What teaching and learning
strategies can teachers apply
to ensure inclusive and
learner-centered education?
Class size
Contact time
Materials and resources
Information and Communication
Technology (ICT) in Education
Language
o Medium of instruction
o MTB-MLE
Continuing professional development
and support (e.g. coaching and
mentoring, Learning Action Cell [LAC])
Classroom management (e.g. positive
discipline)
Learning space/environment
Lesson planning and creation of
Instructional Materials (IMs)
Teacher’s profile (e.g. background,
specialization, knowledge, motivation)
Inclusive education
o Special Education (SPED)
o Indigenous Peoples Education (IPEd)
o Madrasah Education

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 o Alternative Learning System (ALS)
o Alternative Delivery Modes (ADMs)
Disaster Risk Reduction (DRR) and
Climate Change Adaptation (CCA)
Child-centered approach
Emerging good practices
ICT in Education
Differentiated instruction
Individual learning styles and multiple
intelligences
Collaborative learning
Classroom management (e.g. positive
discipline)

On the other hand, Curriculum will focus on the contribution of the new K
to 12 curriculum on improving learning outcomes. With the integration of
skills and competencies such as DRR and CCA in the delivery of the new
curriculum, looking at effectiveness is crucial. Key topics under Curriculum
include, but are not limited to, the following:

General Research Questions Topics

How is the curriculum able to Contextualization
contribute in achieving Various subjects
learning outcomes? Spiral progression in the curriculum
Higher order thinking skills
Integration (e.g. DRR and CCA)
How is the curriculum Contextualization
responsive and relevant to o Localization
learners? o Indigenization

This Agenda will study the developmental, social, and behavioural effects of
the teaching-learning process on Learners, who are the primary clients of
basic education. Key topics under Learners include, but are not limited to,
the following:

General Research Questions Topics

What factors affect the Child development
learning behaviours of External and internal environment
learners? Teaching strategies
Multiple intelligences
What contributes to the School influence
values formation of learners? Community
Culture
Extra- and co-curricular activities
What makes a well-rounded, School influence
happy, and smart learner? Community
Culture
Extra- and co-curricular activities

DepEd has defined the official K to12 Assessment Framework7, which lays
out current policies and shows the current thinking on the matter. As a key

7 Department Order No. 8, series of 2015.

7
component of the teaching-learning process, Assessment requires further
study to refine the details of the framework. Key topics under Assessment
include, but are not limited to, the following:

General Research Additional

Topics
Questions Explanation
What factors affect the Classroom assessment
implementation of (i.e. formative and
classroom summative)
assessment? Emerging good
practices
Teachers’ expertise in
constructing various
types of assessments
Availability of
assessment tools and
resources (e.g.
materials, manpower,
environment, portfolio
assessment)
How is assessment Levels This question refers
conducted and utilized o Classroom to the process of
in the Philippine assessments conducting
education system? o National assessments, as well
assessments as its utilization in
o International terms of:
assessments Policy formulation
o System assessments and
implementation
Resource
allocation
Training of
teachers and
personnel
Review and
improvement of
curriculum and
instruction
Progress tracking
of learners
How effective is Basic Literacy
Recognition of Prior Program
Learning (RPL) in A&E
determining students PEPT (Grade Level
to special programs? Placement)
Special Programs

The Research Agenda further examines Learning Outcomes by

understanding what drives achievement, and by assessing and comparing
the progress of learners across subjects, grade levels, and geographical
regions. Key topics under Learning Outcomes include, but are not limited
to, the following:

8
 General Research Questions Topics
What factors affect the Teacher’s profile (e.g. specialization,
achievement of learning training, experience)
outcomes? Learning environment
Learning resources
Language
Assessment
Governance
How does achievement of Regional, division, and school variation
expected learning outcomes School typology
vary in terms of practices per Role of leaders
region, division, and/or Geographic, political, and economic
school? factors
Partnerships (i.e. LGUs, other private
and public organizations and
institutions)

THEME 2: CHILD PROTECTION

DepEd’s learner-centered approach recognizes that a child’s condition can
significantly affect the achievement of learning outcomes. While the
Department may not have the direct mandate and resources to address
many of the social, economic, and personal issues of learners, it is
committed to ensuring their well-being, particularly in situations where
harm can occur in school or disrupt their studies.

The Department’s commitment warrants a separate section on Child

Protection, particularly to address reported incidents of bullying, teen-age
pregnancy, addictive behaviours, and child labour. While laws and policies
are in place to address these, there is a need for in-depth studies on their
prevalence and effects. There is also a need to assess the effectiveness of
previous interventions, and the potential of new approaches to better protect
learners in schools. Main topics under Child Protection include, but are not
limited to, the following:

General Research
Specific Topics General Topics
Questions
How can DepEd best • History of
address the following problem
child protection • Prevalence
concerns: • Factors
Bullying Physical Bullying contributing to
Emotional Bullying the problem (e.g.
Cyber Bullying access to
Teenage Pregnancy Reproductive Health technology,
Education environment)
• Vulnerable

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Child Abuse Grave Child Rights segments (e.g.
Violations (GCRVs) gender, location,
SHS Work Immersion economic status,
Context persons with
disabilities,
Addiction Substance Abuse children in
Online Gaming conflict with the
Social Media law, children at
risk)
• Effects (e.g.
Media Consumption Internet physical, mental,
TV and film emotional, social)
Magazines • Policies/
Radio programs/
interventions
• Learning
interventions
• Monitoring and
evaluation of
interventions
• Partnerships

THEME 3: HUMAN RESOURCE DEVELOPMENT

As DepEd is the nation’s largest bureaucracy, it is imperative that various
strategies are developed to nurture the vast human capital involved in
delivering basic education. Research questions will delve into three sub-
themes: (1) teaching and non-teaching qualifications and hiring; (2) career
development; and (3) employee welfare.

Primary focus is given to teachers due to their frontline role in reaching out
to learners. Research questions probe into the teachers’ existing
qualifications and competency requirements vis-á-vis the needs of the K to
12 and special education programs such as ALS. The topics extend to
teacher education institutions, particularly on ways to upgrade pre-service
preparation and DepEd’s role in providing continuous quality training.
Similarly, developing the support structure of DepEd through its non-
teaching personnel is an important area of inquiry. Key topics under
Teaching and Non-Teaching Qualifications and Hiring include, but are
not limited to, the following:

General Research Additional

Topics
Questions Explanation
How effective is the Specialization This research
professional Quality of years of question intends to
development experience examine the
framework in the Language proficiency responsiveness of the
delivery of the K to (Mother tongue) Department’s
12 curriculum? Academic skills existing professional
Psycho-social skills development
ICT integration in framework.
teaching
What qualifications Skills for:
and competencies are

10
required for teaching o Inclusive education
in an inclusive o DRR and CCA
learning o Teaching Beginning
environment?
Reading
Qualification standards
and criteria for hiring
Psychosocial skills
Interpersonal skills
How can pre-service Teacher education
teacher education be institutions
improved to develop Core courses
teachers who can Relevant non-core
effectively deliver the courses
K to 12 curriculum? New courses
Preparation on:
o Contextualization of
the curriculum
o Integration (e.g.
DRR and CCA)
o Teaching Beginning
Reading
o Inclusive education
What qualifications Qualification standards
and competencies are and criteria for hiring
required of non- Psychosocial skills
teaching staff to Interpersonal skills
support the effective Technical skills
delivery of the K to
12 curriculum?
What are the issues Localization law
and challenges in Ranking system
hiring public school Natural vacancies
teachers, and how can Planned positions
these be addressed? Notice of Organization,
Staffing, and
Compensation Action
Political influence
Competition between
public and private
sector
Emigration and/or
foreign contractual
work
Entry levels
Qualification standards
and criteria for hiring
Allocation of teacher
items
Verification of eligibility
documents

There is likewise a keen interest on the Career Development of both

teaching and non-teaching personnel in order to surface and address their
11
capacity-building needs, and to examine various dimensions and
determinants of their professional growth. Specific questions attempt to
validate reported challenges to personnel movement and progression. Key
topics under Career Development include, but are not limited to, the
following:

General Research Questions Topics

How can selection, retention,
assessment, development,
promotion, and recognition
be enhanced to support
DepEd employees in different
career stages?
What kind of capacity-
building activities are
necessary and most effective
in addressing development
needs and improving the
work performance of
teachers and other DepEd
personnel?
Career path and progression
Personal considerations
Quota system
Item reclassification
Mentoring
Training and development
Patronage and corruption
Results-Based Performance
Management System (RPMS)
Scholarships and grants
Succession planning
Overall training program
Specialized training program
Process of capacity-building
Training strategy
Selection process
Practical application
Monitoring and evaluation
Other development options
o Classroom training
o Coaching and mentoring
o Experience

Understanding career development also includes studying the nature and

effectiveness of existing Employee Welfare provisions. The Department
seeks to explore monetary and non-monetary strategies as well as non-
traditional mechanisms to keep its personnel, especially teachers, motivated
to perform well. Key topics under Employee Welfare include, but are not
limited to, the following:
General Research Questions Topics
What mechanisms are the Professionalization
most appropriate to promote Salary
the welfare of all DepEd Benefits
employees? Incentives (e.g. awards and recognition,
cash and non-cash rewards)
Non-cash compensation (e.g. service
credits)
Protection and safeguards
Grievance mechanism
Teaching load and ancillary services
Employee wellness (e.g. physical,
emotional, spiritual, mental)
Hazard pay
Risk insurance

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 Monetization Program
Gender and Development
What motivates teaching and Intrinsic and extrinsic motivation
non-teaching personnel to
sustain commitment and
passion to high-quality
teaching, learning, and work
performance?

THEME 4: GOVERNANCE
Managing the largest bureaucracy towards educating the nation’s future
requires efficient and effective operations. The Governance theme of the
Research Agenda, which covers planning, finance, program management,
transparency and accountability, and evaluation, underscores DepEd’s
commitment to ensure that its structure, systems, and processes contribute
to the achievement of basic education outcomes.

The Department has already provided internal guidance (DepEd Order 13, s.
2015) for the development of effective and efficient policies. With this in
place, DepEd’s next concern is to ensure that these policies are implemented
and translated into appropriate programs. Because it governs a very large
sector with complex interrelationships, the Department often encounters
challenges in its Planning process. This section deals with standards and
policies that ensure the achievement of the Department’s goals. Key topics
under Planning include, but are not limited to, the following:

General Research Questions Topics

How can DepEd determine
effective and efficient
standards for critical
education resources for
schools, community learning
centers, and other delivery
units?
How can DepEd improve its
planning process across
levels?
Process/tools
o Typologies and classifications
o Planning considerations for non-
formal education
o Comprehensive School Safety or
Disaster Risk Reduction and
Management in Education
Critical resources
o Teachers, teaching-related, and non-
teaching personnel
o Education facilities (e.g. laboratories)
o Tools and equipment
o Water, Sanitation, and Hygiene
(WASH)
o School sites
o Health and nutrition
o Operating budget
Strategic planning (e.g. contingency
planning)
Operations planning
Data management
Monitoring and evaluation
Policy research and development

Financial management is a critical component in the governance of basic

education. Relevant research areas include meeting government budget,

13
accounting, and auditing requirements without compromising efficiency.
This highlights the need to closely examine the effects of financial
management not just on program managers, but also on the intended
beneficiaries. Key topics under Finance include, but are not limited to, the
following:

General Research Questions Topics

How can DepEd improve its
process in the sourcing,
acquisition, disbursement,
recording, and reporting of
program and project funds,
consistent with applicable
laws, policies, rules, and
regulations?
How does financial
performance affect key
stakeholders in DepEd?
Policies and practices
Issues and challenges
Timeframe
Budget deliberation and complete staff
work
Budget execution
Evaluation and policy amendment
Computation of Maintenance and Other
Operating Expenses (MOOE) to provide
implementing units with accurate
funding needs
Fund managers
Target beneficiaries
Community
DepEd internal stakeholders

Program Management focuses on how DepEd can best develop, implement,

monitor, and evaluate programs, projects, and activities. While evaluation is
discussed separately, this section focuses on the core implementation
phases of program management. After the core mandate of teaching,
program management is essentially the next most important function of
DepEd. Key topics under Program Management include, but are not limited
to, the following:

General Research Additional

Questions
How effective is
DepEd’s overall
program management
system?
How can we maximize
external partnerships
locally and abroad to
facilitate the delivery
Topics
Explanation
Program and project
development
Operational efficiency
Coordination and
provision of technical
assistance
Monitoring and
feedback
Capability-building
Personnel selection
Support structures
and processes
Sustainability and
mainstreaming
Networking and
linkages
Bilateral and multi- One area of interest
lateral agreements from this research
Public-Private question is the
Partnerships (e.g. delivery of basic

14
of basic education? Build-Operate- education services to
Transfer, Build-Lease- undocumented
Transfer, Build- Filipino learners
Transfer) abroad.

The Governance theme encompasses Transparency and Accountability in

various levels of DepEd’s operations. At the central and field offices, the
Department aims to consider ways to incorporate accountability in the
budget process for the achievement of targets and outcomes. Studies can
delve into how mechanisms such as the transparency board and grievance
procedures promote transparency and accountability in schools. Key topics
under Transparency and Accountability include, but are not limited to, the
following:

General Research Questions Topics

What factors affect
transparency and
accountability in DepEd
operations?
How effective are internal
business processes in
allowing the public to
monitor and document the
performance of DepEd?
How can schools effectively
respond to grievances from
teachers, learners, parents,
and the community?
Accounting and auditing rules and
regulations
Procurement law
Transparency reporting
Implementing units
Fiscal autonomy
Manpower and resource requirements
Process audit
Engagement of stakeholders
Compliance to laws, policies, rules, and
regulations
Government Accounting and Auditing
Manual (GAAM)
R.A. 9184 (Procurement Law)
DepEd Order/Memorandum
Recording and reporting of
implementing units
Fiscal control
Audit
Manpower
Penal clause/accountability
Engagement of stakeholders
Policies and practices
School structures (e.g. School
Governing Council, Child Protection
Committee)
Nature/types
Issues and challenges
Resolution

A separate section is dedicated to Evaluation, which by itself offers a

multitude of topics. In this document, monitoring is treated as part of
management, as it provides timely information for periodic decisions that
need to be made while implementing various programs, policies, and
activities. Evaluation, on the other hand, aims to determine if the
undertaking produced its intended result in the best way possible so that
decisions can be made to continue, discontinue, or revise the said

15
undertaking at the appropriate stages of the cycle. Key topics under
Evaluation include, but are not limited to, the following:

General Research Questions Topics

How effective have DepEd
policies, programs, and
projects been in meeting
their stated objectives?
What are the unintended
consequences?
How can DepEd maximize
the benefits gained from the
evaluation outputs and
expertise from within and
outside the department?
How can DepEd improve its
evaluation process?
Decentralization of basic education
governance
Private school regulations
Private sector partnerships
Community engagement and
participation
Civil society organization (CSO)
engagement in governance
Human Resource Training and
Development
Early Language, Literacy, and
Numeracy (formerly Every Child A
Reader Program)
Multi-grade schools
Regional Science High Schools
Special Science Elementary Schools
Science, Technology, Engineering, and
Math Program
Strengthened Technical-Vocational
Education Program
Adopt-a-School Program
Library Hub
MTB-MLE
ADMs
School-based initiatives implemented
in various versions in different
divisions
Temporary Learning Spaces (TLS)
Research utilization
Partnerships and joint undertakings
Issues and concerns
Roles and responsibilities
Capability-building
Incentives
Evaluation standards
Professionalizing evaluation discipline
External accreditation of schools and
other units

As mentioned, cross-cutting and emerging education social concerns will be

considered in developing research questions under all of the four themes. To
inform policies and programs on these concerns, also listed below are
research questions specific to each crosscutting theme.

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 1. Disaster Risk Reduction and Management (DRRM)
General Research Questions
Prevention and Mitigation
How effective are current
prevention and mitigation
measures in DepEd offices
and schools?
How are prevention and
mitigation practices
integrated in the
curriculum?
Preparedness
How are prevention and
mitigation practices being
translated into disaster
preparedness and awareness
in DepEd offices and
schools?
What are the factors that
contribute to risk reduction
and preparedness?
Response
How do education response
practices ensure the
protection of our students,
teachers, and non-teaching
personnel?
How do we address gender
considerations during
disasters?
Rehabilitation and recovery
What are the factors
affecting the effective
delivery of learning
Topics
DepEd systems and structures (e.g.
organizational structure, DRRM
Committee)
Current prevention and mitigation
practices in schools
DRRM plans
Structural designs
Natural hazards and conflict
CLC considerations
Curriculum integration
Capacity of implementers
Learning materials
Implementation strategies
Curriculum integration
Learning materials
Structural designs
DRRM plans
Plan implementation (e.g. evacuation
drills, trainings, inspection)
Natural hazards and conflict
Structural resilience
Construction protocols, practices, and
monitoring
Community integration
Contextualization of DRRM concepts
Capacity for response
Risk information
Early warning
Types of response
Capacity for response
External practices of LGUs, barangays,
and other external stakeholders
Institutional analysis
Provision for affected personnel
Emerging best practices
Coordination and support mechanisms
Monitoring
Natural hazards and conflict
Gender and conflict studies
Response protocols
Natural hazards and conflict
Rehabilitation and recovery programs
DepEd systems and structures
Implementation strategies
Assessment mechanisms
17
continuity in schools? Capacity of implementers
Coordination mechanisms
Partnerships/Stakeholder engagement
Temporary Learning Spaces (TLS)
ADM Implementation
Assessment
Other rehabilitation/recovery/repair
initiatives and programs
How effective are Psychosocial support for teachers and
rehabilitation and recovery learners
interventions of the Classroom construction
Department in delivering Temporary Learning Spaces (TLS)
learning continuity in Learning materials
schools? Support from partners

2. Gender and Development

Research questions under Gender and Development may delve into
gender mainstreaming in and gender-responsiveness of DepEd
structures, policies, programs, and projects.

3. Inclusive Education

General Research Questions Topics

How ready is DepEd in
providing an inclusive
learning environment?
What are the perceptions of
internal and external
stakeholders on inclusive
education in the Philippine
education system?
Inclusive education programs
Teaching strategies
Assessment
Capacity building programs
Instructional materials
Internal and external stakeholders
Inclusive education in the Philippines

VI. Implementation and Sustainability Strategy

In light of the adoption of the Research Agenda, mechanisms will be set up

to support researchers. First, DepEd has established an institutional facility
to fund internal and external research studies on basic education through
the Basic Education Research Fund (BERF). 8 This Fund may also be used to
capacitate DepEd personnel in managing and conducting education
research.

Second, DepEd will ensure wide dissemination of the research results

through publication, conferences, forums, and other platforms. With this,
orientation materials will be prepared and distributed to national and local
events. This Research Agenda dissemination will cover DepEd internal and

8Department Order No. 43, series of 2015 and Department Order No 4, series of
2016.

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